Activating Strategies



|Activating Strategies |

|The activating strategy is the “hook ‘n link” component of the lesson. It should provide a “hook” to motivate and a “link” to prior |

|knowledge for students. This activating strategy must support the skill being taught in the lesson. For example, if the focus of the |

|lesson is “main idea,” then the activating strategy should “activate” thinking about the main idea. It should align with both the |

|essential question and the comprehension skill. |

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|Activating |About the Strategy |

|Strategies | |

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|Essential Question: How can I use context clues to understand unknown words? |

| |An activating strategy for context clues: The teacher reads a story with omitted words. |

|“What’s the Word?” |These omitted words are placed on index cards and given to the students. While the |

|(Context Clues) |teacher is reading the story, the students focus on the comprehension of the story. When |

| |the teacher stops at a blank, the students supply the words that make sense. The students|

| |read their words to complete the sentence. |

| |Used to model and teach context clues: Choose a story to read to the students and omit |

|Cloze Activity |some of the words. Write these on index cards and give to each of the students. As the |

|(Context Clues) |teacher reads the story, stop at the missing words. The students have to listen and think|

| |of a word that makes sense and sounds right in the sentence. |

| |Activating strategy for context clue lessons: The teacher will write the synonyms on |

|“I Have, You Have Synonym Game” |cards. For example, the cards will start with something like, “I need to find some |

|(Context Clues) |synonyms. Who has a synonym for big?” The next card will read, “I have large. Who has a |

| |synonym for small?” Next card, “I have tiny” and the game continues. |

| |(Same activity can be used for pronouns.) |

|Essential Questions: |

|What is the relationship between main idea and details in a story? |

|How do I identify the main idea and details of the story? |

|How do I use topic, supporting details, and main idea to understand what I have read? |

| |A graphic organizer that can be used as an activating strategy and completed as a |

|“Predict - A – Passage” |summarizing strategy: The focus of this activator is to predict what the story is about, |

|(Main Idea) |read the passage, and correct any misconceptions. (See Main Idea page 5 Learning Focused |

| |Reading Comprehension.) |

| |Use to model the “How to” of the lesson. Tell students what they will be learning about |

|Advanced Organizer |and model the use of the organizer as students will later be expected to use it |

|for Main Idea |independently or in small groups. |

| |Introduce words by using a description of the words and examples. Use a word concept map |

|Word Concept Map |with some words allowing students to provide other examples. |

|(Main Idea) | |

| |(Can be used as an activating or summarizing activity.) Students are given an envelope |

| |with either a topic, supporting detail, or main idea on the front. Inside will be a card |

| |with the correct response folded so it can not be seen through the envelope. Once the |

|“The Main Idea Envelope Please” |students have found their topic group, they are to read their envelope and discuss which |

|(Main Idea) |one is the topic, supporting detail, and the main idea. They are to give reasons for |

| |their choices. Then they should verbalize what they think the card inside the envelope |

| |says. Once the prediction has been made, the teachers should announce, “The Envelope |

| |Please.” This is the signal for the students to open their envelope and see if their |

| |predictions are correct. (Extension could be for students to create the envelopes |

| |themselves.) |

|Essential Question: |

|How do I sequence elements of a story to help me understand the story? |

|How do I sequence the events of the story? |

| |Give the students a sequence of pictures to put in order. (For example, show a sequence |

| |of a seed turning into a flower.) Allow the students to talk about the pictures and give |

| |reasons for how they are sequenced. When students understand how to sequence the |

|Introduction to Sequencing |pictures, move to written text. Have students verbalize a sequence of events for the |

| |teacher to write on sentence strips. The students read these strips and practice putting |

| |them in order. (A pocket chart works well for this activity.) A cutting and pasting |

| |activity with the graphic organizer also works well. |

| |Review sequencing that students have done in math (ordinal numbers – 1st, 2nd, etc.). |

| |Have students line up by a physical attribute: tallest to shortest –who would be 1st, 2nd|

| |… Make it fun – such as shortest nose to longest nose, biggest hand to smallest hand, |

| |etc. Have 4-5 pictures of a person or animal during stages of growth (baby to adulthood) |

|Sequencing Activator |or you can cut up cartoon strips. Mix the pictures up so that they are not in order. In |

| |pairs, students put them in order using the arrow map: |

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| | |

| |Have students tell a story using the organizer as a guide; if their story is written, you|

| |may connect to another organizer for sequencing: beginning, middle, and end of the story.|

| |May use pictures, or write the event or elements on a card to sequence. (Remember the |

| |focus is sequencing – not writing.) |

| |Let the students work in small groups and sequence something different in each group. Let|

| |students share their sequence with the class. |

|Sequence Chart | |

| |Beginning |

| |Middle |

| |End |

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| |Have students brainstorm any topic as a class to determine background experience and |

|Brainstorm |provide exposure to topic for those students who do not have adequate background |

|Focus: Sequencing |knowledge. Tie information to focus skill of lesson. |

| |Students are given a card with a word on it. The students with words that begin with |

| |capital letters should move to the front of the room because they probably have the first|

| |word in the story. There will be more than one so they have to decide which best fits the|

|“Sequence It” |beginning of the story. The students will have to use “trial and error” or the “guess and|

| |check” method to choose the correct word. The building of the story begins with this |

| |first word. The student will then read their word and try to predict where their word is |

| |needed to complete the story. The students will have to work together to think of the |

| |best strategy for building this story. (Model the activity with another set of words |

| |first and discuss the strategies that you use and suggest others students might want to |

| |try.) After the students have finished their story, make sure they reread it to |

| |understand how words are sequenced together to make a story. |

|Essential Questions: |

|How do I compare and contrast two things? |

|How do I compare and contrast the characters in a story to better understand |

|what I have read? |

|How do I compare and contrast to understand relationships? |

|How do I compare and contrast elements in a story to better understand what I have read? |

| |Link to prior knowledge. Identify what students already know about the skill. Introduce|

|Compare and Contrast |words that students need to understand: alike, unlike, same, and different – before |

|Introduction of Skill |extending into the compare and contrasts words. |

| |Start with a picture to introduce the compare and contrast skill. Example: Show a picture|

| |of a big dog and a little dog. Allow students to talk about the picture and how the dogs |

| |compare and contrast. |

| |Show students two objects or two people and have them tell you how they are alike. |

| |Students should talk in pairs first before group discussion, then list their ideas in the|

| |center space of the organizer. |

| |Examples: |

|Compare and Contrast |Compare two students |

|Chart |Compare pencils and crayons |

|Advanced Organizer |Have students tell about how the two items are different. List attributes on the chart in|

| |the two areas indicated. Model with students; as you write, they write on their copy. |

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| |Different |

| |Same |

| |Different |

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| |Ask the students how listening to the radio and watching TV are alike and different. |

| |Introduce the “new” organizer to record their answers. |

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| |[pic] |

|Compare and Contrast | |

|Venn Diagram | |

|Advanced Organizer | |

| |The teacher writes words on index cards to compare and contrast. The students read their |

| |cards and try to find their match. For example, if there is a card with “shirt”, match it|

|Compare and Contrast |with another person who has a card with “pants.” When a match is made, two students sit |

|“Match and Compare” |together and compare and contrast the cards. They answer questions such as, “How do these|

| |items compare?” “How do they contrast?” A graphic organizer can be used for documentation|

| |of the discussion. Each student receives a compare and contrast card. They move around |

| |the room and ask questions to find their match. Once they have found their match, they |

| |sit together and talk about how their cards compare and contrast. They should be ready to|

| |discuss their reasoning with the whole group. |

| |Compare and Contrast List |

| |shampoo/conditioner shirt/pants |

| |apples/oranges shoes/boots |

| |truck/car circle/square |

| |e-mail/mail clock/watch |

| |beef/pork bed/sleeping bag |

| |pen/pencil house/apartment |

| |hair dryer/curling iron tape/CD |

|Essential Questions: |

|How do I identify fact and opinion? |

|How do we use facts and experiences to form opinions? |

|How do I use the facts and opinions to understand what I have read? |

| |Link to prior knowledge to determine what students already know about fact and opinion. |

|Fact and Opinion |Start with pictures to introduce the concept. Choose a picture of the beach, for example.|

|Introducing the Concept |Talk about how the beach is a place where people go on vacation (fact). Explain how some |

| |people think the beach is the best place to go on vacation (opinion). Allow the students |

| |to state the facts and form their own opinions about the picture. |

| |Pick 5 things people have varying opinions about. Examples: broccoli, bedtimes, colors. |

|Fact and Opinion |Present one fact about the item and ask students if they agree. (Tally result). Present |

|Activating Sample |one opinion about the item and ask students if they agree. (Tally result). |

| |Examples: Broccoli is green. Broccoli tastes good. |

| |I go to bed at 10:00 pm. Ten o’clock is a late bedtime. |

| |Talk about the difference in fact and opinion using the examples. Give students a topic |

| |and have them write a fact and an opinion on the organizer below. |

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| |Facts |

|Fact and Opinion |1. |

|Advanced Organizer | |

| |2. |

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| |3. |

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| |4. |

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| |Opinion |

| |1. |

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| |2. |

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| |3. |

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| |4. |

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| |The teacher writes facts and opinions on index cards. She places the cards face down on |

| |the table. She turns over two cards, reads the cards and decides if she has a “match.” If|

| |both of the cards are facts or both of the cards are opinions, she has made a match. If |

| |she has a match, she gets another turn, and the game continues. After this activity has |

|“Fact and Opinion Match” |been modeled, let the students play the game. Each group of students will have an |

|(Fact and Opinion) |envelope of cards. They are to place them on the table, face down and arrange them into a|

| |square. The youngest student goes first. They will turn over two cards, read them and see|

| |if they match. If they match, the students get another turn. If the cards do not match, |

| |they are turned back over on the table and it is the other student’s turn. |

| |Cards |

| |Fact Opinion |

| |Washington was the first Washington was a good |

| |president. president. |

| |Dinosaurs were the first Dinosaurs were mean creatures. |

| |reptiles. |

| |Columbus discovered America. Columbus was a kind sea captain. |

| |There are four seasons. The seasons are too long. |

| |Plants need water to grow. The plants are pretty. |

| |A puppy is a young dog. The puppy is cute. |

| |Leaves turn colors in the fall. Leaves are fun to rake. |

| |The house has five rooms. The house is messy. |

| |This strategy is an activating strategy that is used with expository text to confirm |

| |prior knowledge, find new information students are curious about, and understand what |

| |they found. The “Fact Finder” also promotes the concept of paraphrasing new information. |

| |“Fact Finder” can be used shared, paired, or independently. The teacher models by showing|

| |the class an expository picture book and telling them what you already know about the |

| |topic. Model how to complete the organizer with the facts you know and the facts you want|

| |to find out. After reading the book, explain how you found the answers to the questions |

|“Fact Finder” |you were curious about. Model how to complete the organizer with this new information. Be|

|(Fact and Opinion) |sure to model how to para-phrase new information. After modeling, choose another topic |

| |to try and let the students complete the first part of the organizer in a small group. |

| |Complete the rest of the organizer after finding the needed information. Allow time for |

| |each group to share with the class. |

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| |Fact Finder is designed like a pyramid. (See Fact and Opinion 10) |

| |The pyramid is divided into seven sections as follows: |

| |Topic |

| |Fact I Know |

| |Fact I Know |

| |Fact I Want to Know |

| |Fact I Want to Know |

| |Fact I Found |

| |Fact I Found |

|Essential Questions: |

|How can I identify cause and effect in a story? |

|How can I use the relationship, cause and effect, to better understand what I have read? |

| |Start with a picture to introduce cause and effect. For example, a picture of a child |

| |standing on a chair in a kitchen looking down at a broken cookie jar. It should be |

|Cause and Effect |obvious that the child wanted a cookie (event). She could not reach the cookie jar, so |

|Introduction of Skill |she climbed on the chair to get the cookies (cause). When she reached for the jar, if |

| |fell off the shelf and broke on the floor (effect). Important questions are: “What |

| |happened?” And “Why did it happen?” |

| |Describe to students a situation (cause) and ask them to predict what might happen |

| |(event) and then what? (effect). Use the organizer to record answers. Introduce the |

| |words: cause, event effect. |

|Prediction Activity |Examples of situations: |

|(Cause and Effect) |CAUSE |

| |EVENT |

| |EFFECT (?) |

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| |I do not like hot dogs. |

| |We had hot dogs for supper. |

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| |I stayed up late. |

| |We went to the ball game. |

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| |I dropped my toy. |

| |I was running and fell down. |

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| |“What Caused It” can be used in a number of ways. One way is to make an overhead and |

| |match the event with the cause and the effect. Begin by modeling the activity with the |

| |students. You can divide the sentences among small groups or complete the activity whole |

| |group. (If you do the activity with the overhead, be sure to mix each of the situations |

| |so they are not in order.) |

| |OR |

|“What Caused It” |Color code the words and write them on index cards, pass them out to the students, and |

|(Cause and Effect) |let them match the event with the cause and effect. (If you use the card activity, be |

| |sure to color code the words to make it easier. This will narrow the matches so the |

| |students can concentrate on the skill. |

| |Cause and Effect Cards |

| |Cause Event Effect |

| |My knee is bleeding. I fell. My mom |

| |put a band aid on it. |

| |I have to play inside. It is raining. I will |

| |play on the computer. |

| |I did not use sunscreen. I got sunburned. I will hurt |

| |tonight. |

| |I was hungry. I didn’t eat breakfast. I will eat |

| |a big lunch. |

| |I will have a party. Today is my birthday. I will get some |

| |presents. |

| |We need more practice. We lost the game. We will practice |

| |more. |

| |My dad was speeding. My dad got a ticket. My dad goes slow |

| |now. |

| |The men loaded the truck The family was moving. I will miss them. |

| |The man worked hard. The man had a good job. He made lots of money. |

| |It was freezing outside. It started to snow. We went |

| |sledding. |

| |Give students cards with one of the following on each card: Cause, Event, and Effect. The|

| |cards should be mixed up so that students must match the cause with both the event and |

| |the effect. |

|Matching Game |Examples: |

|(Cause and Effect) |We did not practice. The team did not play well together. We lost the game.|

| |I did not use sunscreen. I got sunburned. I will|

| |hurt tonight. |

| |Have students place their matches on the organizer below. |

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| |Cause Event Effect |

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| |[pic] |

| |The teacher chooses an event to build on. For example, the hamster escaped from his cage.|

| |She tells the class what happened as a result of the hamster escaping. This will continue|

| |to be a chain reaction or “domino effect” as the effects continue from one person to the |

| |other telling what happened next. Be sure to model cause and effect signal words such as |

|“The Domino Effect” |then, since, because, and as a result of. Do not let students turn this into a sequencing|

|(Cause and Effect) |activity; it has to exemplify cause and effect. |

| |After modeling, the teacher will think of an event to build on and let the students be |

| |responsible for the domino effect. The event will travel around the room until it reaches|

| |the last person who tells the end of the story. |

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| |(For modeling example, see Cause and Effect page 11 in Reading Comprehension by Carol |

| |Brewer and Jeanette Gann.) |

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|Essential Questions: |

|How do the elements of a story help me understand the story? |

|How do I identify the literary elements? |

| |Read a familiar story with the students. Model how to identify the setting, characters, |

| |problem, and solution for students by connecting to questions. Complete the graphic |

| |organizer together. They ask questions about the literary elements of the story from the |

| |organizer to check for understanding. Student may work in pairs to find answers. |

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| |Advanced Organizer |

|Literary Elements | |

|Introduction of Skill |Where? When? Setting |

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| |Who? Characters |

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| |What is the problem? Problem |

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| |What happened? Event 1 |

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| |Event 2 |

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| |Event 3 |

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| |How was the Solution |

| |problem solved? |

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| |How do you feel? Reflection |

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| |Literary elements are components of a story. These elements may include author’s voice, |

| |setting, characters, mood, theme, style and illustrations. A story map should be modeled |

| |to explain the different elements. The teacher reads a familiar poem or story (for |

| |example, “Jack and Jill”) and completes the story map during or after the reading. The |

| |“Think Aloud Procedure” is useful to reinforce and identify the elements in the story for|

|“Story Map” |the students. |

|(Literary Elements) |Sample |

| |Beginning |

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| |Character: Jack and Jill |

| |Setting: A hill |

| |Problem: They needed water. |

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| |Middle |

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| |Event 1: Jack and Jill went up the hill to get water. |

| |Event 2: Jack fell down and hurt his head. |

| |Event 3: Jill also fell down. |

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| |End |

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| |Solution: They will have to try again. |

| |Reflection: They had trouble getting water. |

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|Essential Questions: |

|How do authors use print concepts to help the reader understand the text? |

|How does the author use print concepts to organize the story to help me understand what I am reading? |

| |Give pairs of students the front page of a local newspaper (e.g. “The Columbia New |

| |Times”). Have them work with their partners to find examples of the item below (use an |

|Print Concepts |organizer): |

|Introduction of Skill |Biggest words (font size) on the page |

| |Words written in bold print |

| |Word in quotations |

| |Words in parenthesizes |

| |Words with all capital letters |

| |Numbers written in bold print |

| |Then ask students to predict why the words have been printed in a special way. Discuss |

| |how a news writer uses print concepts to write a story. Point out that during reading |

| |they will look at how authors use print concepts in their writing. |

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| |Advanced Organizer: |

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| |Type of Print Examples Why? |

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| |Largest words (font size) on page Ex.1 |

| |Ex. 2 |

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| |Words written in bold print Ex. 1 |

| |Ex. 2 |

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| |Words in quotes Ex. 1 |

| |Ex. 2 |

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| |Words in parentheses Ex. 1 |

| |Ex. 2 |

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| |Words in all capital letters Ex. 1 |

| |Ex. 2 |

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| |Numbers written in bold print Ex. 1 |

| |Ex. 2 |

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| |Concepts such as title, heading, sub-heading, table of contents, index, and glossary are |

| |some of the ways an author organizes his work. The students need to understand these |

| |concepts to increase comprehension. |

| |The teacher models “The Predict – able Chart” and points out the “new focus” for the |

| |lesson. She explains that this lesson will focus on how the author organizes the passage.|

|“The Predict – able Chart” |Show them the italics, bold print, quotation marks and heading. Tell them that the author|

|(Print Concepts) |has used these concepts to help them better understand the passage. |

| |Sample |

| |Print Concepts |

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| |Concept Definition |

| |Concept Definition |

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| |Concept Definition |

| |Concept Definition |

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|Essential Questions: |

|How do I make an inference and how does it help me learn more about the |

|story? |

|How do I identify the inferences in the story? |

|How do I combine story details and my own experiences to make inferences that |

|help me understand the story? |

|How do I use inferences to understand what I have read? |

| |Start with pictures to introduce the concept. Choose a picture of a farm, for example. |

| |Talk about the characters, the setting and what is happening in the picture. Extend the |

|Inferences |students’ knowledge by asking them what the characters are thinking or what they think |

|Introduction to Skill |the characters will do next. This will allow the students to make an inference or draw a |

| |conclusion about the details they see. The teacher should also model how to transfer this|

| |knowledge from pictures to reading. |

| |(It is suggested to use sentence strips to model inferences. For example, “The farmer was|

| |excited as he fed the animals.” Model how to infer by explaining that he farmer may have |

| |been excited because there was a newborn animal, or it was his birthday, how he was going|

| |to a movie after he finished his chores, etc.) It is important to use the “think-aloud |

| |procedure” to focus on how the teacher “reads between the lines”. Explain that when the |

| |author does not tell you everything, you have to use your prior knowledge and think about|

| |the surrounding words or pictures to make an inference. |

| |Tell students what an inference is, giving examples using what their mom |

| |or dad tells them to do to be healthy. Model for students. Then give them |

| |facts and in pairs, have them create an inference. |

| |Examples: |

| |Go to bed early. A good night’s sleep makes you feel better |

| |the next day. |

|Make an Inference |Wash your hands before you eat. You may not touch your food with dirty hands. |

| |Dry them with a clean towel. Germs can make you sick. |

| |You are going to have cavities. You did not brush your teeth. |

| |Don’t eat anymore, you won’t sleep. Too much food will give you a stomach ache and |

| |you can’t sleep. |

| | |

| |Read a short passage from a familiar text. Give students facts; have them state an |

| |inference using the organizer. |

| |Advanced Organizer: |

| |[pic] |

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| |This activating strategy is designed to distinguish between an inference and a fact. The |

| |teacher needs to model the activity to set expectations for the students. Show the |

| |students a picture and let them infer what is happening in the picture. The facts will |

| |come from the actual picture and the inference will come from the actions, feelings, |

| |settings and characters in the picture. |

| |Each child will have an envelope. The envelope will have the inference or fact on the |

| |outside of the envelope. An index card for inference or fact will be inside. Make sure |

|“The Inference or Fact Envelope Please” |the card is folded so it can’t be read through the envelope. The students will read the |

| |card and walk around the room to find their match. The match is the envelope that has the|

| |same topic. Once the match has been made, the students sit together and discuss whether |

| |their envelope is the fact or the inference. When the teacher announces, “The Envelope |

| |Please,” the students are to open their envelopes and look at their card to see if they |

| |were right. |

| |Sample Envelopes and Cards |

| |The cat was making my sister sneeze. Inference |

| |My sister is allergic to cats. Fact |

| | |

| |The boy did not have any friends. Inference |

| |The boy was new in town. Fact |

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| |The lights flashed on and off. Inference |

| |There was a storm outside. Fact |

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| |We were red from the sun. Inference |

| |We did not use suntan lotion. Fact |

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| |We did not go to school today. Inference |

| |It snowed six inches. Fact |

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| |The plants were dry and turning brown. Inference |

| |It has not rained all month. Fact |

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| |We have not scored a goal all year. Inference |

| |We need to practice more. Fact |

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| |The leaves were falling off the trees. Inference |

| |The season is fall. Fact |

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| |We can eat lunch on the blanket. Inference |

| |We are having a picnic. Fact |

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| |I could not read the board. Inference |

| |I needed glasses. Fact |

| |See advanced organizer for introducing the concept. Read a story with the students and |

| |have them complete the organizer. This can be paired, shared, or independent. Remind the |

| |students to find the facts in the story, and then make inference about what has happened |

| |in the story. The students can share their organizer with the class after they have |

| |finished. |

| |Example |

| |[pic] |

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|“Inference Math” | |

| |Show students a picture of a familiar person, animal, object or scene. In pairs, have |

| |them create a wordsplash describing the person or thing. Have them include physical |

|Connecting Details and Experiences to Make |descriptions, fact and things they believe to be true. Students may present their |

|Inferences |wordsplash to the group. |

| |Example: |

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| |Use their descriptions from the wordsplash to complete the organizer below as a group. |

| |Show how details and experience are combined to make inferences. |

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| |Advanced Organizer |

| |Details + Already know = Inferences |

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| |The students are given an index card with a situation. The other students are to name the|

| |inference. For example: This is a place where every-thing is quiet. There are many books |

| |on the shelves. Students are busy reading their books. Name that inference – the Library.|

| |As students practice with their cards, reinforce the importance of practicing this |

| |activity as they read to understand and enjoy the “hidden messages” in stories they read.|

| |Sample Inferences |

| |As we entered the house we could sense somebody had been there. Our books had been thrown|

| |from the shelves and the VCE was gone. (robbers) |

| | |

|“Name That Inference” |The ride was quite enjoyable. Our hair blew in the cool autumn air as we rounded each |

| |curve of the mountain. (riding in a convertible car) |

| | |

| |Darkness was all around. The only available light was from the flicker of a candle which |

| |was set on the mantle. (power out) |

| | |

| |This was an adventure that happened the same time each year. It involved dressing up and |

| |walking around the neighborhood scaring people for candy. (Halloween) |

| | |

| |This even happened every year before school started. The stores were always crowded. |

| |Everyone was proud to have their new stuff. (school shopping) |

| | |

| |I told my dad to slow down, but he continued to race along the interstate. He was in a |

| |hurry to get to the basketball game. All of sudden we saw blue lights. (speeding ticket) |

| | |

Retrieved from West VA Department of Ed.

-----------------------

Different

Same

Different

Fact

Fact

Inference

Inference

Being active helps you stay healthy.

Fact

Running helps you have a healthy start.

Fact

Climbing helps you have a healthy start.

Fact

Swimming helps you have a healthy start.

Blue eyes quiet quick Brown and white

Hops White tail

Small Long ears

Fast whiskers

Rabbits

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